Support to Children's Education in the Urban Slums of Nairobi: Community and Parents' Perceptions with an Expanded Phase of an Education Intervention Program

Autor/inn/en	Abuya, Benta A.; Wekulo, Patricia; Muhia, Nelson
Titel	Support to Children's Education in the Urban Slums of Nairobi: Community and Parents' Perceptions with an Expanded Phase of an Education Intervention Program
Quelle	In: Qualitative Research in Education, 7 (2018) 2, S.118-143 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Slums; Urban Areas; Gender Differences; Parent Participation; Foreign Countries; Parent Attitudes; Parent Role; Interviews; Focus Groups; Educational Policy; Parent Child Relationship; Parenting Styles; Program Descriptions; Attendance; Educational Attainment; Sustainability; Outcomes of Education; Qualitative Research; Intervention; Leadership Training; After School Programs; Homework; Elementary School Students; Secondary Education; Financial Support; Guidance; Counseling Services; Kenya (Nairobi) + Suchen Sie Ihr Suchwort? Slum; Urban area; Stadtregion; Geschlechterkonflikt; Elternmitwirkung; Ausland; Elternverhalten; Parental role; Elternrolle; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Anwesenheit; Bildungsabschluss; Bildungsgut; Nachhaltigkeit; Lernleistung; Schulerfolg; Qualitative Forschung; Führungslehre; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hausaufgabe; Sekundarbereich; Finanzielle Förderung; Beratung
Abstract	The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children's education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children's education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children's education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01